Tring Sports Centre Holiday Camp

Tring Sports Centre Holiday Camp

Unique reference number (URN): 2816844 Address: Tring Sports Centre, Mortimer Hill, Tring, HP23 5JU Type: Childcare on non-domestic premises Registered with Ofsted: 27/11/2024 Registers: EYR, CCR, VCR Registered person: AJK Sports Ltd

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff establish a calm, well-organised environment where children understand behavioural expectations from the start of each session. Staff use a 'fun agreement' to establish clear boundaries and model positive interactions, helping children to understand how to behave safely and respectfully. Children respond well, behave positively, engage readily in activities and develop trusting relationships with staff. They collaborate and get along with their peers well, enjoying team games together. Children feel confident to ask questions and seek support when needed. Leaders further promote positive behaviour through initiatives such as 'Champ of the Camp', which celebrates children's achievements and encourages them to make positive choices.

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Behaviour, attitudes and establishing routines Expected standard

Staff manage routines and transitions effectively, providing clear verbal instructions and visual prompts to help children understand what is happening now and what will happen next. This supports all children, particularly those who may face barriers to learning. Children respond promptly to instructions. For example, they line up calmly and transition sensibly between different areas of the provision.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff work in partnership with families to promote regular attendance and ensure children can access the full range of opportunities available. They consider children's individual needs and provide appropriate support to help them participate confidently and benefit fully from the experiences on offer.

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Children's welfare and wellbeing Expected standard

Staff promote children's health, safety and wellbeing through effective care practices and responsive relationships. Staff understand children's individual medical, dietary and welfare needs, and use this knowledge consistently to provide inclusive support. They work closely with parents to gather information about children's needs, including allergies and medical requirements, and review this regularly to ensure that children receive appropriate care. Leaders and staff demonstrate an awareness of information shared by parents about children's welfare, including about existing injuries. However, practices to document this information are not always consistent. Leaders recognise the importance of maintaining accurate records to support the welfare and monitoring of children in order to help protect them and staff.

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Children's welfare and wellbeing Expected standard

Staff build secure relationships with children, helping them feel safe and valued. They respond sensitively to children's emotional needs, use praise effectively and support children to recognise and manage their emotions. This creates a warm environment where children develop a secure sense of belonging and emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Staff support children to develop an understanding of healthy lifestyles and personal safety. They promote healthy eating, encourage children to make positive choices and ensure children remain safe in the sun through effective routines, including sun cream, hats and hydration breaks. Staff supervise children carefully and organise routines such as mealtimes to support safety and inclusion.

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Inclusion Expected standard

Leaders typically identify children's individual needs through effective partnerships with parents and, where appropriate, other professionals. They gather detailed information before children start and create support profiles that provide staff with clear strategies to meet children's needs. Leaders review these regularly to monitor children's progress, identifying emerging barriers and ensuring that appropriate support remains in place. They also understand how to access additional funding to enhance resources, staffing and targeted support.

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Inclusion Expected standard

Staff adapt routines and play opportunities to promote inclusion and help children with special educational needs and/or disabilities (SEND) participate well. They use visual prompts, including daily routine boards, to help children anticipate transitions and engage confidently in the day's activities. Staff respond sensitively when children become disengaged, adapting activities and following children's interests to encourage continued participation. However, opportunities to support children with SEND during some indoor activities are not consistently effective. Although staff adapt activities when children lose focus, alternative resources and spaces are not always fully considered or planned, resulting in children becoming less engaged and requiring increased adult support. Leaders reflect positively on this and recognise that the provision could be more accessible and engaging to ensure that children with SEND have meaningful opportunities to remain

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Inclusion Expected standard

involved when they choose not to participate in main activities.

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Leadership and governance Expected standard

Leaders demonstrate effective oversight of the provision and have established systems to support the smooth day-to-day operation of the club. Recruitment, training, compliance and quality assurance are managed through central processes, ensuring that staff understand their roles and responsibilities. Regular audits, internal monitoring and professional discussions, alongside local authority guidance and external support, enable leaders to evaluate practice and drive continuous improvement.

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Leadership and governance Expected standard

Leaders invest in staff development through comprehensive inductions, mandatory training and access to a wide range of professional learning opportunities. Regular supervision, performance reviews and targeted coaching help staff develop their knowledge and confidence, while clear opportunities for career progression contribute to a skilled and motivated workforce.

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Leadership and governance Expected standard

Leaders promote a positive culture where staff wellbeing is valued. They encourage open communication, respond to staff feedback and foster teamwork through training, social events and staff recognition initiatives. This helps maintain staff morale and supports the delivery of high-quality provision.

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Leadership and governance Expected standard

Leaders establish positive partnerships with parents through regular communication, daily feedback and accessible information about the club's activities. They recognise the importance of parental views and are continuing to strengthen systems for gathering and responding to feedback. Strong links with host schools and involvement in community events further enhance partnership working and contribute to positive outcomes for children and their families.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children arrive happy and settled at this well-organised club. They are warmly greeted by staff who spend time chatting with both children and parents, checking on children's wellbeing and that they have all the things they need for the day, including their lunch. Staff work with families to support children's attendance. Children develop clear bonds with staff and actively seek out staff to engage in conversation and play. Staff notice when children are less engaged and check on their wellbeing, encouraging them to join in with their peers and play opportunities. This helps children to build on their confidence and sense of belonging in the club.

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What it's like to be a child at this setting

Overall, staff support children to become active participants in the daily routines of the club. Children independently store their belongings on arrival with minimal prompting, demonstrating their familiarity with established routines. They show respect for staff, understand the club's expectations and behave appropriately. Staff provide support for children with special educational needs and/or disabilities, helping them to follow boundaries for safety and interact positively with other children.

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What it's like to be a child at this setting

Staff provide a broad range of engaging play opportunities that promote children's physical development, teamwork and wider learning. They organise activities such as curling, archery and team games, encouraging children to take turns, cooperate with others and develop their coordination and physical skills. Staff skilfully adapt their support and guidance to meet children's differing ages and abilities, ensuring that all children can access and benefit from the activities on offer. They naturally weave learning into play by encouraging children to develop mathematical skills, such as counting scores during archery and games, alongside refining skills such as throwing and aiming. Leaders further enrich the provision by inviting external providers to deliver specialist activities and events, broadening children's experiences and providing opportunities they may not otherwise encounter. This helps to

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What it's like to be a child at this setting

promote children's confidence, interests and enjoyment of learning through play.

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What it's like to be a child at this setting

Children feel safe, secure and well supported throughout the day. Staff remain vigilant and attentive across both the indoor and outdoor environments, ensuring that children are consistently supervised. They demonstrate a secure understanding of children's medical and dietary needs and manage these effectively through well-established daily routines. Staff also promote children's independence by encouraging them to take responsibility for their belongings and prepare confidently for routines such as mealtimes.

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Next steps

Leaders should coach staff to strengthen their understanding of how to consistently plan and provide spaces and activities that all children can access effectively, including those that face barriers to participation. Leaders should ensure that information shared by parents about children is clearly documented to further support the wellbeing and monitoring of children.

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About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection.

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Address:

Tring Sports Centre Mortimer Hill Tring HP23 5JU

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 05:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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5 to 11

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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